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  1. The need for cybersecurity professionals continues to grow and education systems are responding in a variety of ways. This study focusses on the “interdisciplinarity” of cybersecurity that contributes to the emerging dialogue on the direction, content and techniques involved in the growth and development of cybersecurity education and training. The study also recognizes the contributions of other disciplines to the field of cybersecurity by the discussion of relevant theories that contribute to understanding security in the context of legal, economics and criminology perspectives. Finally, quantitative analysis (security metrics) is done to understand the existing knowledge of security behaviors and beliefs among students from technical and non-technical majors, helps measure the interest fostered towards an academic pathway in cybersecurity and substantiates on the need for providing a level of cyber education for all individuals appropriate to their role in the society. 
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  2. Defending the cyberspace calls for troops of qualified cyber professionals (including architects, developers, managers, and various cyber operators) who possess the necessary set of knowledge and skills. Higher education institutions, especially computing related fields such as Computer Science, share the responsibility in producing the future cyber defense workforce. This paper describes our attempt in revamping a traditional CS curriculum at a teaching-oriented university in order to fulfill the Center of Academic Excellence in Cyber Defense Education (CAE-CDE) designation requirements. In details, we discuss how we overcome several resource constraints without sacrificing program quality. We also explain and illustrate the design rationale and process, which may interest other institutions with similar goals. Furthermore, we examine relevant frameworks and guidelines and show how they could be useful in our and other similar efforts. 
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  3. Cybersecurity is a rapidly developing field in which job titles and role descriptions may vary from one organization to the others. The NICE Cybersecurity Workforce Framework (NCWF) provides a common language to categorize and describe cybersecurity work for organizations to build a strong workforce. As the predominant workforce prescribed by the NCWF is technical in nature, academic efforts targeted towards these career paths are likewise technical. Though technical security education is critical, an equal amount of knowledge outside the technical domain is pivotal to understand sophisticated challenges in cybersecurity. Articulating a concise, inclusive, meaningful, and unifying approach in cyber related education fosters a balanced motivation for students from both technical and non-technical majors (interdisciplinary) to pursue a career in cybersecurity. Towards this end, we analyzed competencies, knowledge, skills and abilities of interdisciplinary roles and other roles introduced in the NCWF; we then highlighted discrepancies observed. 
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